This article discusses what happens, and why, if you generate chains of sequences getting the next sequence from the differences between the adjacent terms in the sequence before it, eg (7, 2, 8, 3) maps to (5, 6, 5, 4).
Some treasure has been hidden in a three-dimensional grid! Can you work out a strategy to find it as efficiently as possible?
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using rich tasks. In this article we talk about how we managed this tension.
The computer has made a rectangle and will tell you the number of spots it uses in total. Can you find out where the rectangle is?
How can we help students make sense of addition and subtraction of negative numbers?
What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square?
In this article, Janine Davenall reflects on children's personalised mathematical recordings as part of a small research project based in her Reception class.
Have you ever wondered what it would be like to race against Usain Bolt?
